Promoting AcademicAchievement for Students withLimited or Interrupted FormalEducationHelaine W. Marshall, Ph. D.Long Islan...
Students withLimited/Interrupted FormalEducation• How do we refer to them?– LFS (Freeman & Freeman, 2002)– SIFE (NY State ...
Collectivistic vs. IndividualisticCultures
Teachers and learners assume that:1. the goals of K-12 instruction area) to produce an independent learnerb) to prepare th...
Pragmatic vs. Academic Tasks• Definitions• What is a tree?• True/False• Washington DC is the capital of the US• NYC is the...
(Luria, 1976)Sample Task
Teachers and learners assume that:1. the goals of K-12 instruction area) to produce an independent learnerb) to prepare th...
(Ibarra, 2001)
Mutually Adaptive LearningParadigm - MALP• Instructional Model• Elements from students’ learning paradigm• Elements from U...
Two Different Learning ParadigmsSLIFE U.S. ClassroomsImmediateRelevanceFutureRelevanceSharedResponsibilityIndividualAccoun...
Two Different Learning ParadigmsFamiliar CulturalParadigmU.S. MainstreamParadigmImmediateRelevanceFuture RelevanceSharedRe...
Mutually Adaptive Learning Paradigm - MALPInstructional ModelSLIFE U.S. ClassroomsInterconnectedness IndependenceSharedRes...
Hallmarks/Deal Breakersof US Mainstream Classrooms• Promise of future reward from education• Individual hand raise• Standa...
The “me” of culturemeMarshall (2013)The farther astudent is fromthe “me” of theculture, the lesscredible thepromise offutu...
Marshall (2013)The farther astudent is alongthe continuum ofindividualistic tocollectivistic, theless invested thestudent ...
Marshall (2013) Theless comfortable astudent is withmainstream processesof individualaccountability and thewritten word an...
Summary of Equity Pedagogy through Culturally Responsive Teachingwith MALP – the Mutually Adaptive Learning Paradigm©• Stu...
Mutually Adaptive Learning Paradigm - MALPInstructional ModelSLIFE U.S. ClassroomsInterconnectedness IndependenceSharedRes...
Questions to askabout the Mystery Bag• Do you know what it is?• Do you know what it is called in your language?• What do y...
CHECKING ANSWERS• One by one, check all the answers• All participate in the checking› Give answers - tabulate them› Write ...
Apple Collection
More about MALP?Websites:http://malp.pbworks.comHttp://malpeducation.comHelaine W. Marshall helaine.marshall@liu.eduAndrea...
Rbe rn slife workshop liu-hudson 5-9-13
Rbe rn slife workshop liu-hudson 5-9-13
Rbe rn slife workshop liu-hudson 5-9-13
Rbe rn slife workshop liu-hudson 5-9-13
Rbe rn slife workshop liu-hudson 5-9-13
Rbe rn slife workshop liu-hudson 5-9-13
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Rbe rn slife workshop liu-hudson 5-9-13

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PPT from Workshop on Students with Limited or Interrupted Formal Education (SLIFE). HW Marshall/A DeCapua; sponsored by Regional Bilingual Education Resource Network for Hudson Valley, NY. Hosted by LIU-Hudson.

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Rbe rn slife workshop liu-hudson 5-9-13

  1. 1. Promoting AcademicAchievement for Students withLimited or Interrupted FormalEducationHelaine W. Marshall, Ph. D.Long Island UniversityAndrea DeCapua, Ed. D.Educational Consultant
  2. 2. Students withLimited/Interrupted FormalEducation• How do we refer to them?– LFS (Freeman & Freeman, 2002)– SIFE (NY State Department of Education)– SLIFE (DeCapua, Smathers, & Tang, 2008)
  3. 3. Collectivistic vs. IndividualisticCultures
  4. 4. Teachers and learners assume that:1. the goals of K-12 instruction area) to produce an independent learnerb) to prepare that learner for life after schooling2. the learner brings alonga) an urge to compete and excel as an individualb) age-appropriate preparation fori. literacy developmentii. academic tasks(Marshall, 1998; DeCapua & Marshall, 2011)
  5. 5. Pragmatic vs. Academic Tasks• Definitions• What is a tree?• True/False• Washington DC is the capital of the US• NYC is the capital of NY state• Classification• Categorize these objects (see next slide)
  6. 6. (Luria, 1976)Sample Task
  7. 7. Teachers and learners assume that:1. the goals of K-12 instruction area) to produce an independent learnerb) to prepare that learner for life after schooling2. the learner brings alonga) an urge to compete and excel as an individualb) age-appropriate preparation fori. literacy developmentii. academic tasks
  8. 8. (Ibarra, 2001)
  9. 9. Mutually Adaptive LearningParadigm - MALP• Instructional Model• Elements from students’ learning paradigm• Elements from U.S. learning paradigm• Transitional approach to close achievementgap(Marshall, 1998; DeCapua & Marshall, 2010)
  10. 10. Two Different Learning ParadigmsSLIFE U.S. ClassroomsImmediateRelevanceFutureRelevanceSharedResponsibilityIndividualAccountabilityPragmatic Tasks Academic TasksCONDITIONSPROCESSESACTIVITIESInterconnectednessOral TransmissionIndependenceWritten Word(DeCapua & Marshall, 2009,2010; Marshall, 1994,1998)Aspects ofLearning
  11. 11. Two Different Learning ParadigmsFamiliar CulturalParadigmU.S. MainstreamParadigmImmediateRelevanceFuture RelevanceSharedResponsibilityPragmatic TasksCONDITIONSPROCESSESACTIVITIESInterconnectednessOral TransmissionIndependence(DeCapua & Marshall, 2009,2010; Marshall, 1994,1998)Aspects ofLearningIndividualAccountabilityAcademic TasksWritten WordStandardized Testing!
  12. 12. Mutually Adaptive Learning Paradigm - MALPInstructional ModelSLIFE U.S. ClassroomsInterconnectedness IndependenceSharedResponsibilityIndividualAccountabilityPragmaticTasksAcademicTasksACCEPT SLIFECONDITIONSCOMBINE SLIFE &U.S.PROCESSESFOCUS on U.S.ACTIVITIES withfamiliar language& contentImmediateRelevanceOralTransmissionFutureRelevanceWritten Wordwith(DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)
  13. 13. Hallmarks/Deal Breakersof US Mainstream Classrooms• Promise of future reward from education• Individual hand raise• Standardized testing
  14. 14. The “me” of culturemeMarshall (2013)The farther astudent is fromthe “me” of theculture, the lesscredible thepromise offuture rewardfrom educationwill be for thestudent.
  15. 15. Marshall (2013)The farther astudent is alongthe continuum ofindividualistic tocollectivistic, theless invested thestudent will be inthe individualhand raise.
  16. 16. Marshall (2013) Theless comfortable astudent is withmainstream processesof individualaccountability and thewritten word and theless familiar a student iswith academic tasks,the less successful thestudent will be onstandardized testing.IndividualAccountabilityAcademic TasksWritten WordStandardized Testing!
  17. 17. Summary of Equity Pedagogy through Culturally Responsive Teachingwith MALP – the Mutually Adaptive Learning Paradigm©• Students who do not find the “promise of future reward”credible in their lives need immediate relevance• Students who do not embrace the “individual hand raise” tocompete and excel need interconnectedness• Students who do not perform adequately on “standardizedtests” need the combination of: shared responsibility with built-in individual accountability oral transmission to scaffold the written word a clear focus on learning to execute academic tasks with familiarlanguage and content as scaffolds
  18. 18. Mutually Adaptive Learning Paradigm - MALPInstructional ModelSLIFE U.S. ClassroomsInterconnectedness IndependenceSharedResponsibilityIndividualAccountabilityPragmaticTasksAcademicTasksACCEPT SLIFECONDITIONSCOMBINE SLIFE &U.S.PROCESSESFOCUS on U.S.ACTIVITIES withfamiliar language& contentImmediateRelevanceOralTransmissionFutureRelevanceWritten Wordwith(DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)
  19. 19. Questions to askabout the Mystery Bag• Do you know what it is?• Do you know what it is called in your language?• What do you do with it? What is it for?• Do you like it?• Give 4 words to describe it.
  20. 20. CHECKING ANSWERS• One by one, check all the answers• All participate in the checking› Give answers - tabulate them› Write answers up as others give them› Copy down all descriptive wordsAnd now………
  21. 21. Apple Collection
  22. 22. More about MALP?Websites:http://malp.pbworks.comHttp://malpeducation.comHelaine W. Marshall helaine.marshall@liu.eduAndrea DeCapua adecapua3@gmail.com

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